Oberlin. Ohio.
FOOTNOTES:
[53] In the cla.s.ses which graduated last year there were thirty young women; nineteen of these wholly or in part met their own expenses.
Va.s.sAR COLLEGE.
Inquiries regarding the health of Va.s.sar students, particularly as to "whether it improves or degenerates under the stimulus of regular and continued brain-work," and regarding the sanitary regulations of the college, are inquiries of interest and importance to every one who is thinking--and who is not--about improved methods of education for women.
The p.r.o.nounced and very advanced position that Matthew Va.s.sar, the Founder, took, in relation to what he considered a vital necessity in true education, the judicious combining of physical training with high intellectual culture, and which he incorporated into his scheme for giving "a fair chance for the girls," was, in itself, almost a challenge to all the world to ask these questions, and to scan critically the replies to them which the inst.i.tution should make, as years should go on, and give adequate opportunity for the testing of the founder"s theories.
As might be expected, Mr. Va.s.sar provided especial advantages for the thorough establishment and maintenance of a system of physical training.
He placed the great building that was to be the college home of many women in the middle of a farm of two hundred acres, lying upon a beautiful plateau, so that pure air, un.o.bstructed sunshine, good sewerage, an abundant water supply, quiet, freedom from intrusive observation in out-door sports or employments, and varied encouragements for active and healthful recreation, were all made possible. He was careful that the provision for the heating and lighting of the building should be generous, and that there should be no lack in the arrangements for the supply of suitable and well-prepared food. He built a commodious gymnasium and riding-school, and experienced instructors were put in charge of both those departments of physical culture; and, agreeably to his views and plan, one of the inst.i.tuted professorships was that of Physiology and Hygiene, whose inc.u.mbent was also appointed resident physician, and given general supervision of the sanitary arrangements of the household.
This brief sketch gives the prominent features of the plan by which the founder and his a.s.sociated trustees and faculty hoped to solve the problem of providing for the liberal education of women, and at the same time promoting their healthy, vigorous and graceful physical development. The following extract from President Raymond"s Report to the United States Commissioner of Education at the Vienna Exposition, on "Va.s.sar College; its Foundation, Aims, etc.," shows what creed underlayed the arduous labor which the solution of this problem involved: "Recognizing the possession by woman of the same intellectual const.i.tution as man"s, they claimed for her an equal right to intellectual culture, and a system of development and discipline based on the same fundamental principles. They denied that any amount of intellectual training, if properly conducted, could be prejudicial, in either s.e.x, to physical health or to the moral and social virtues. They believed, in the light of all experience, that the larger the stock of knowledge and the more thorough the mental discipline a woman actually attains, other things being equal, the better she is fitted to fill every womanly position, and to perform every womanly duty, at home and in society. At the same time, they could not but see that there are specialties in the feminine const.i.tution, and in the functions allotted to woman in life, and they believed that these should not be lost sight of in arranging the details of her education."
To give an idea of some of the complications and perplexities which beset the infancy of this educational enterprise, I cannot do better than to quote at length from President Raymond"s Report above named. I think that his testimony, which is that of an experienced and observing teacher, is of great value, especially upon the point of the ruinous lack of system that has so generally obtained in the education of girls:
"In September, 1865, the inst.i.tution was opened for the reception of students. A large number, between the ages of fifteen and twenty-four, from all parts of the Union and from Canada, applied for examination, and about three hundred and fifty were accepted.
A respectable minority of these, say one-fourth or one-third, had been well taught--a few admirably. But of the great majority, it could not be said with truth that they were thoroughly grounded in anything.
"In the ordinary English branches, had the same tests been applied then that are applied now, one-half the candidates would have been refused. In these branches the advantage was notably with those who had been taught in the graded public schools, particularly of the larger towns and cities; and none appeared to less advantage than those on whom the greatest expense had been lavished in governesses and special forms of home or foreign education.
"In the more advanced studies, the examinations revealed a prevailing want of method and order, and much of that superficiality which must necessarily result from taking up such studies without disciplinary preparation. Such preparation seemed not to have been wholly neglected; but in a majority of cases it had been quite insufficient, and often little better than nominal. Most of the older students, for instance, had professedly studied Latin, and either algebra or geometry, or both. But the Latin had usually been "finished" with reading very imperfectly a little Caesar and Virgil; and the algebra and geometry, though perhaps in general better taught, had not infrequently been studied in easy abridgments, of little or no value for the purposes of higher scientific education.
"One thing was made clear by these preliminary examinations: that, if the condition of the higher female education in the United States was fairly represented by this company of young women, with a great deal that was elevated in aim, and earnest in intention, it was characterized by much confusion, much waste of power, and much barrenness of result, and admitted of essential improvement.
"An inquiry into their plans for future study revealed as clearly their need of authoritative guidance and direction. There was no lack of zeal for improvement. Almost all had been drawn to the college by the hope of obtaining a higher and completer education than would be afforded them elsewhere. Indeed, the earnestness of purpose, a.s.siduity of application and intelligence to appreciate good counsel, which have, from the beginning, characterized the students as a body, are a noticeable and encouraging fact. But their reliance at first was largely on the advent.i.tious advantages which the college was supposed to possess for putting them in possession of their favorite branches of knowledge and culture. Of the real elements and processes of a higher education, and of the subjective conditions of mental growth and training, comparatively few, either of the students or their parents, appeared to have any definite idea. There was no lack of definiteness of choice. Tastes and inclinations were usually positive; reasons were not so plentiful. That the young lady "liked" this study or "disliked" that, was the reason perhaps most frequently a.s.signed. If its force was not at once conceded, she strengthened it by increased emphasis, declaring that she was "pa.s.sionately fond" of the one and "utterly detested" or "never could endure" the other. Practical studies were greatly in vogue, especially with parents; "practical" meaning such as had an immediate relation, real or fancied, to some utility of actual life, such, for example, as that of chemistry to cooking, or of French to a tour in Europe. Appropriateness for the discipline of the faculties, or the equipment of the mind for scientific or philosophical investigation, might not be appreciated as practical considerations at all.
"The deepest impression made by these preliminary examinations on those who conducted them was this; that the grand desideratum for the higher education of women was _regulation_, authoritative and peremptory. Granting that the college system for young men, coming down from an age of narrow prescription and rigid uniformity, needed expansion, relaxation, a wider variety of studies and freer scope for individual choice, there was evidently no such call in a college for women. In the field of "_female education_," without endowments, without universities or other inst.i.tutions of recognized authority, without a history, or even a generally accepted theory, there was really no established _system_ at all; and a system was, of all things, the thing most urgently demanded. That it should be a perfect system was less important than that it should be definite and fixed, based upon intelligent and well-considered principles, and adhered to, irrespective of the taste and fancies and crude speculations of the students or their friends. The young women who, all over the land, were urging so importunate a claim for thorough intellectual culture should first of all be taught what are the unalterable conditions of a thorough culture, alike for women and for men, and should be held to those conditions, just as young men are held, whether they "like" the discipline or not. The rising interest in the subject of woman"s education, which so signally marked the recent progress of public sentiment, required a channel through which it might be directed to positive results.
If Va.s.sar College had a mission, was it not, clearly, to contribute something to that consummation?
"To the task, therefore, of reducing to order the heterogeneous medley before them, the Faculty set themselves with all earnestness. Many have wondered why there should have been any delay in doing this--why a collegiate course was not at once marked out and the students forthwith formed into corresponding cla.s.ses. The reason will appear on a moment"s reflection. It is easy to build a college on paper. To produce the real thing requires a variety of material, prepared and shaped for the purpose. There must not only be buildings and apparatus, books and learned professors, but there must be _students_--students who have pa.s.sed through a preparatory process which requires not only time, but certain moulding influences of a very definite character; and it will not be found easy--at least, it was not found easy eight years ago--to get together four hundred young women, or one-fourth of that number, so prepared.
"One fact, however, the Faculty discovered, which went far to counterbalance all their discouragements. It was this: the most mature, thoughtful, and influential of the students perfectly apprehended the situation, knew what they needed, and earnestly sought it. They were really in advance of the men of years and experience, with whom the decision rested. With the quick insight of intelligent women--or, rather, with that exact discernment wherewith the sufferer of an evil takes its measure, fixes its locality, and presages its remedy--they had worked out the solution of the problem; and they watched with the deepest solicitude the settlement of the question, what the inst.i.tution was to be. Modestly, but firmly, earnestly, and intelligently, they pleaded for the adoption of the highest educational standard, avowed their readiness to submit themselves to the most rigid conditions, and exerted a powerful influence to diffuse right views among the more intelligent of their fellow-students.
It soon became evident that here was the vital nucleus for the future college; and around that nucleus the elements gathered with decisive rapidity. Before the close of the year, the Faculty found themselves supported in their desire for a full and strict collegiate course by a strong current of sentiment among the students themselves. The brains of the inst.i.tution were enlisted on that side; and it was manifest that hence-forth the best cla.s.s of students would be satisfied with nothing less. The _controversy_ was at an end. What remained was to make the idea a reality.
"But it was not until the close of its third year that the inst.i.tution fully attained a collegiate character. During these three years the Faculty had been carefully studying the conditions of the problem before them, ascertaining through an extensive intercourse with students, parents, intelligent educators, and through other channels of information, the nature of the public demand, and gradually maturing a permanent course of study to meet as far as practicable its conflicting elements."
The lack of method and discipline that characterized the mental habits of the a.s.sembly of young women who gathered here, was even more evident in their physical habits, and the effort to counteract the results of injudicious food, dress, social excitement, etc., seemed for a time almost hopeless. But, as order began to be evolved from the original chaos of the educational elements, a corresponding improvement was seen in the hygienic _morale_; and year by year this has made steady advance, keeping pace with the constantly improved standard of scholastic attainment.
Those who have had large experience as teachers will readily understand how the disappointment and irritation that so many of these students felt, both as to their mistaken notions regarding their previous education, and their vague and irrational ideas about what they would accomplish in a brief residence at this new Woman"s College, acted unfavorably upon their health. In not a few instances there was induced an abnormal sensitiveness, which made it well-nigh, sometimes entirely, impossible for them to remain in such a large household. This, added to the usual homesickness of young people making their first essay in independent living, and the absence of regular and definite duties, made a peculiarly trying ordeal for the first few months. Then, all the while and everywhere, beside and beyond these general disturbing influences, there were found the special and individual lack of any sound hygienic theory and practice, and a persistent antagonism to the sanitary regulations which were made obligatory. That the time for sleep should begin early, and be uninterrupted for eight hours, was a rule stoutly resisted and habitually disobeyed by many a pale-faced, nervous girl, who, when remonstrated with, had invariably at her tongue"s end, "At home I have always studied as late at night and as early in the morning as I pleased, and it never hurt me!"
Numbers of little, stunted, dyspeptic girls "couldn"t see any sense in making such a fuss if they didn"t go regularly to meals;" these it was not easy to convince that no good brain-work could be done on a diet of toast and tea, or crackers soaked in a paste of vinegar, mola.s.ses, mustard, pepper and salt, or confectionery and pastry. They "hated" beef and vegetables, and brown bread, as well as stated hours for partaking of such simple rations.
Those who came here with suitable clothing could have been counted on one"s fingers. The gospel of good apparel according to Miss Phelps and Mrs. Woolson had not then been preached; and, although the testimony of plain, every-day doctors, and of learned medical professors was that they had labored earnestly for many years to persuade women to wear flannel underclothing and thick-soled shoes, Fashion"s frown had deterred the mothers from accepting the advice, so what could be expected from the daughters but a following of the same customs, and an increased tendency to rheumatism, neuralgia, congestions, and other besetments of low vital force?
These statements give a glimpse of the work which came to the resident physician in this houseful of young people, and also of some or the obstacles that prevented the early establishment of a satisfactory regimen. But progress was all the while making in the right direction, though there were many failures and discouragements; and, best of all, there was the same nucleus that President Raymond speaks of, viz., a group of intelligent, conscientious students, who, once having learned physiological truths, accepted them as guides in daily living; and from this group emanated an influence that was felt, to a greater or less degree, by even the youngest and most frivolous.
Gradually it became disgraceful to have hysterics, or to give other marked evidence of a want of self-control: a good appet.i.te that was regularly appeased by plain, nutritious food came to be regarded, first, as not unladylike; second, as quite proper; and last, as a desired blessing: thin walking shoes, insufficient clothing, squeezed-up waists, and the like, grew in disfavor till they were stamped "vulgar," and the careful gymnastic drill, with its appropriate light, warm, loose dress, taught to many their first lesson of physical freedom.
To Elizabeth M. Powell (now Mrs. Henry Bond, of Florence, Ma.s.s.), who was the first Instructor in Physical Training after the gymnasium was built, and who for five years pursued her admirable method with more and more success, the college is greatly indebted for the thorough respect which that department has always commanded, and for its harmonious co-operation in the primary business of these students in science and literature.
Just as the courses of study became more definite in aim and requirement, as the work of each cla.s.s was more clearly marked out and adhered to, and as the intellectual life responded to the impulse of a reasonable and steady demand, so was the physical life strengthened. By the close of the third year we could not but be as much encouraged by the advance of hygienic sentiment and practice among the students, as we were by their commendable progress in liberal culture; and both seemed to us largely and fairly attributable to the systematic methods which, one by one, had been patiently wrought out from the original confusion, and as patiently fitted into an efficient working-plan.
So far as I am able to judge, no one thing here has done more to counteract the hereditary or acquired tendency of many young women, to disorders peculiar to their age and s.e.x than the opportunity for pursuing, quietly and continuously, with a definite aim and certain purpose, well-arranged courses of study.
I can recall numbers of instances of girls who came to us weak, indifferent, listless, full of morbid whims and uncontrolled caprices of mind and body, who gained in this bracing atmosphere of happy, sustained industry, such an impetus toward real health that they forgot aches and discontents, and went home ready and eager to do their share in the world"s work.
Every one knows that uncongenial, badly-planned, disconnected, or purposeless effort fatigues, worries, and weakens both body and mind: is it difficult to believe the converse--that thorough, methodical, and helpful activity stimulates and strengthens.
To these general statements, I add the following particulars respecting the last three cla.s.ses. I have divided each cla.s.s into three groups, designated respectively "Good," "Fair," "Delicate," according to the condition of health in which the individual students entered upon the college curriculum.
CLa.s.s OF 1871.
Entered in good health 14 " " fair " 5 " " delicate " 2
Of the fourteen "good," thirteen graduated in as good health; one in much deteriorated health.
Of the five "fair," all left improved, as did also the "two delicate."
CLa.s.s OF 1872.
Entered in good health 18 " " fair " 9 " " delicate " 1
Of the eighteen "good," all left in as good or better health.
Of the nine "fair" all improved, and the one "delicate" had ceased to make that distinction necessary; she was promoted to "fair."
CLa.s.s OF 1873.
Entered in good health 19 " " fair " 14 " " delicate " 12
Of the nineteen "good," fifteen left as well as they came. Two took the course too young, and felt the undue strain in diminished general strength. Two deteriorated in health.
Of the fourteen "fair," five left in essentially the same condition; nine improved.
Of the twelve "delicate," five left in the same condition; seven improved.
It is scarcely necessary to say that every year the same old battles with bad habits in dress, diet, exercise, sleep, and work, have to be fought; but the enemies are not so numerous, and the allies of health and common sense are always gaining in numbers and strength; so the prospect for ultimate and complete victory improves. Perhaps the greatest obstacle that we find to the consummation of our scheme for intellectual training, is the pressure made by students, and even more strongly by their parents, to take the work while they are too young.